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Bloom’s Taxonomy (complete)
• comes from the Greek word
“taxis=arrangement” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and Domain simply means
'category'.
TAXONOMY
2https://www.facebook.com/ja.maica.393
- was a Jewish-American
educational psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
3
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THREE DOMAINS OF LEARNING
• Mental Skills (KNOWLEDGE)
Cognitive Domain
(Knowing/Head)
• Manual or physical skills (SKILLS)
Psychomotor Domain (Doing/Hand)
• Growth in feelings or emotional areas (ATTITUDE)
Affective Domain
(Feeling/Heart)
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COGNITIVE
DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PSYCHOMOTO
R DOMAIN
AFFECTIVE
DOMAIN
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-Discursive
Movements
Receiving
Responding
Valuing
Organization
Characterization
5
Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
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Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
The Cognitive Domain
2001(Revised)
8
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9
10
ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
• Knowledge
• Comprehension
• Analysis
• Application
• Synthesis
• Evaluation
 Remember (I know)
 Understand (I comprehend)
 Apply (I can use it)
 Analyze (I can be logical)
 Evaluate (I can judge)
 Create ( I can plan)
• REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
Bloom’s Revised Taxonomy
R
E
M
E
M
B
E
R
I
N
G
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS 11
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• UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
U
N
D
E
R
S
T
A
N
D
I
N
G
12
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• APPLYING
- Breaking the concept into parts and
understand how each part is related to one
another.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
P
P
L
Y
I
N
G
13
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• ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
N
A
L
Y
Z
I
N
G
14
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• EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
E
V
A
L
U
A
T
I
N
G
15
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• CREATING
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.
Bloom’s Revised Taxonomy
C
R
E
A
T
I
N
G
16
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17
18
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Cognitive Domain: REMEMBER
APPROPRIATE VERBS
Choose, describe, define, identify,
label, list, locate, match,
memorize, name, omit, recite,
recognize, select, state, underline
19
I KNOW
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 PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate,
graphs
20
Cognitive Domain: REMEMBER
I KNOW
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21
MODEL
QUESTIONS
• Who? Where? Which
One? What? How?
• What is the best one?
Why? How much?
When?
• What does it
mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
Cognitive Domain: REMEMBER
I KNOW
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22
 APPROPRIATE
VERBS
Classify, defend,
communicate, demonstrate,
distinguish, explain, express
extend, give example,
illustrate, indicate,
interrelate, report, interpret,
infer, judge, match,
paraphrase, represent,
restate, rewrite, select,
interpret
Cognitive Domain: UNDERSTAND
I comprehend
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PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
Cognitive Domain: UNDERSTAND
23
I comprehend
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24
MODEL QUESTIONS
• State in your own words.
Which are facts?
• What does this mean? Is
this the same as. . .?
Give an example.
• Select the best
definition.
• State in one word . . .
Explain what is
happening.
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize
connections
• Elaborate concepts
• Summarize
Cognitive Domain: UNDERSTAND
I comprehend
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Cognitive Domain: APPLY
25
APPROPRIATE
VERBS
Apply, choose, practice,
solve, illustrate, conduct,
classify, employ,
dramatize, explain,
generalize, judge,
organize, paint, prepare,
produce, select, show,
sketch, solve, use,
construct, investigate,
restructure, manipulate
I can use it
https://www.facebook.com/ja.maica.393
PRODUCTS
Survey, diary, scrapbook,
photograph, cartoon,
learning center, illustration,
construction, sculpture
26
Cognitive Domain: APPLY
I can use it
27
 MODEL QUESTIONS
• Predict what would happen
if… Choose the best
statements that apply…
• Judge the effects…
• What would result…
• Tell what would happen…
• Tell how, when, where, why
Tell how much change
there would be…
• Identify the results of…
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
“Mindful” practice – NOT
just a “routine” practice
• Part and whole
sequencing
• Authentic situations
“Coached” practice Case
studies Simulations
Algorithms
Cognitive Domain: APPLY
I can use it
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Cognitive Domain: ANALYZE
28
 APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce
I can be logical
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PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file
29
Cognitive Domain: ANALYZE
I can be logical
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30
 MODEL QUESTIONS
• What is the function of . . .?
What's fact? Opinion? What
assumptions. . .?
• What statement is relevant?
What motive is there?
• Related to, extraneous to, not
applicable.
• What conclusions?
• What does the author
believe? What does the
author assume?
• Make a distinction.
 INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling Debates
• Discussions and other
collaborating learning
activities Decision-
making situations
Cognitive Domain: ANALYZE
I can be logical
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Cognitive Domain: EVALUATE
31
APPROPRIATE
VERBS
• Appraise, judge,
criticize, defend,
estimate, compare,
measure, verify,
justify, select, decide,
choose, recommend,
assess, critique,
revise, validate,
standardize, argue,
rate, measure
I can judge
https://www.facebook.com/ja.maica.393
PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter
32
Cognitive Domain: EVALUATE
I can judge
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33
MODEL QUESTIONS
• What fallacies,
consistencies,
inconsistencies appear?
• Which is more
important, moral, better,
logical, valid,
appropriate?
• Find the errors.
INSTRUCTIONAL
STRATEGIES
• Challenging
assumptions
• Journaling
• Debates
• Discussions and
other collaborating
learning activities
Decision-making
situations
Cognitive Domain: EVALUATE
I can judge
https://www.facebook.com/ja.maica.393
Cognitive Domain: CREATE
34
APPROPRIATE VERBS
• Choose, combine, compose, construct, create,
design, manage, develop, do, improve, formulate,
hypothesize, invent, make up, originate, organize,
plan, imagine, produce, role play, tell
I can plan
https://www.facebook.com/ja.maica.393
PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue
35
Cognitive Domain: CREATE
I can plan
https://www.facebook.com/ja.maica.393
36
MODEL
QUESTIONS
• How would you test…?
• Propose an alternative.
• Solve the following.
• How else would you...?
• State a rule.
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
Reflection through
journaling Debates
• Discussions and other
• collaborating learning
activities
• Design
• Decision-making
situations
Cognitive Domain: CREATE
I can plan
https://www.facebook.com/ja.maica.393
37
38
HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
1. Avoid literal-level questions in favor of those
requiring higher-order thinking.
2. Use questions requiring higher-order thinking.
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use Bloom’s Taxonomy of Thinking
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS
and/or EVALUATION.
https://www.facebook.com/ja.maica.393
HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
39
4. Use verbs associated with higher-order
thinking tasks.
- verbs representing cognitive tasks in
Bloom’s Taxonomy
5. Consider the learning products associated
with higher-order thinking tasks.
- Task Oriented Question Construction Wheel
https://www.facebook.com/ja.maica.393
EFFECTIVE QUESTIONING
TECHNIQUES
1. Pose the question first before asking a student
to respond.
2. Allow plenty of “think time” by waiting at least
7-10 seconds before expecting the student to
respond.
3. Make sure you give all students the opportunity
to respond rather than relying on volunteers.
4. Hold students accountable by expecting,
requiring, and facilitating their participation and
contributions.
5. Establish a safe atmosphere for risk
taking by guiding students. 40
https://www.facebook.com/ja.maica.393

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Bloom’s Taxonomy (complete)

  • 2. • comes from the Greek word “taxis=arrangement” and “nomos=science” • Science of arrangements • means 'a set of classification principles', or 'structure', and Domain simply means 'category'. TAXONOMY 2https://www.facebook.com/ja.maica.393
  • 3. - was a Jewish-American educational psychologist. Contributions: 1. Classification of Educational Objectives 2. Theory of Mastery-Learning (Feb. 1913 – Sep. 1999) Who is BENJAMIN BLOOM? BENJAMIN SAMUEL BLOOM 3 https://www.facebook.com/ja.maica.393
  • 4. THREE DOMAINS OF LEARNING • Mental Skills (KNOWLEDGE) Cognitive Domain (Knowing/Head) • Manual or physical skills (SKILLS) Psychomotor Domain (Doing/Hand) • Growth in feelings or emotional areas (ATTITUDE) Affective Domain (Feeling/Heart) 4https://www.facebook.com/ja.maica.393
  • 5. COGNITIVE DOMAIN Knowledge Comprehension Application Analysis Synthesis Evaluation PSYCHOMOTO R DOMAIN AFFECTIVE DOMAIN Reflex Movements Basic Fundamental Movements Perceptual Abilities Physical Abilities Skilled Movements Non-Discursive Movements Receiving Responding Valuing Organization Characterization 5
  • 6. Bloom’s Taxonomy of Objectives in the Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge The Cognitive Domain 1956 6https://www.facebook.com/ja.maica.393
  • 8. Bloom’s Taxonomy of Objectives in the Cognitive Domain Creating Evaluating Analyzing Applying Understanding Remembering The Cognitive Domain 2001(Revised) 8 https://www.facebook.com/ja.maica.393
  • 9. 9
  • 10. 10 ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001) • Knowledge • Comprehension • Analysis • Application • Synthesis • Evaluation  Remember (I know)  Understand (I comprehend)  Apply (I can use it)  Analyze (I can be logical)  Evaluate (I can judge)  Create ( I can plan)
  • 11. • REMEMBERING - Recall previous learned information. - Recalling relevant knowledge from long term memory. Bloom’s Revised Taxonomy R E M E M B E R I N G LOW ORDER THINKING SKILLS TO HIGH ORDER THINKING SKILLS 11 https://www.facebook.com/ja.maica.393
  • 12. • UNDERSTANDING - Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Bloom’s Revised Taxonomy LOW ORDER THINKING SKILLS TO HIGH ORDER THINKING SKILLS U N D E R S T A N D I N G 12 https://www.facebook.com/ja.maica.393
  • 13. • APPLYING - Breaking the concept into parts and understand how each part is related to one another. Bloom’s Revised Taxonomy LOW ORDER THINKING SKILLS TO HIGH ORDER THINKING SKILLS A P P L Y I N G 13 https://www.facebook.com/ja.maica.393
  • 14. • ANALYZING - Breaking the concept into parts and understand how each part is related to one another. Bloom’s Revised Taxonomy LOW ORDER THINKING SKILLS TO HIGH ORDER THINKING SKILLS A N A L Y Z I N G 14 https://www.facebook.com/ja.maica.393
  • 15. • EVALUATING - Making judgments based on a set of guidelines and the value of ideas or materials. Bloom’s Revised Taxonomy LOW ORDER THINKING SKILLS TO HIGH ORDER THINKING SKILLS E V A L U A T I N G 15 https://www.facebook.com/ja.maica.393
  • 16. • CREATING - Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. - Putting information together in an innovative way. Bloom’s Revised Taxonomy C R E A T I N G 16 https://www.facebook.com/ja.maica.393
  • 17. 17
  • 19. Cognitive Domain: REMEMBER APPROPRIATE VERBS Choose, describe, define, identify, label, list, locate, match, memorize, name, omit, recite, recognize, select, state, underline 19 I KNOW https://www.facebook.com/ja.maica.393
  • 20.  PRODUCTS Chart, model, worksheet, draw a map, picture, demonstrate, graphs 20 Cognitive Domain: REMEMBER I KNOW https://www.facebook.com/ja.maica.393
  • 21. 21 MODEL QUESTIONS • Who? Where? Which One? What? How? • What is the best one? Why? How much? When? • What does it mean? INSTRUCTIONAL STRATEGIES • Highlighting • Rehearsal • Memorizing • Mnemonics Cognitive Domain: REMEMBER I KNOW https://www.facebook.com/ja.maica.393
  • 22. 22  APPROPRIATE VERBS Classify, defend, communicate, demonstrate, distinguish, explain, express extend, give example, illustrate, indicate, interrelate, report, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, interpret Cognitive Domain: UNDERSTAND I comprehend https://www.facebook.com/ja.maica.393
  • 23. PRODUCTS Chart, model, making a film strip, worksheet, draw a map, picture, demonstrate, timeline, diorama, game, report, diagram Cognitive Domain: UNDERSTAND 23 I comprehend https://www.facebook.com/ja.maica.393
  • 24. 24 MODEL QUESTIONS • State in your own words. Which are facts? • What does this mean? Is this the same as. . .? Give an example. • Select the best definition. • State in one word . . . Explain what is happening. INSTRUCTIONAL STRATEGIES • Key examples • Emphasize connections • Elaborate concepts • Summarize Cognitive Domain: UNDERSTAND I comprehend https://www.facebook.com/ja.maica.393
  • 25. Cognitive Domain: APPLY 25 APPROPRIATE VERBS Apply, choose, practice, solve, illustrate, conduct, classify, employ, dramatize, explain, generalize, judge, organize, paint, prepare, produce, select, show, sketch, solve, use, construct, investigate, restructure, manipulate I can use it https://www.facebook.com/ja.maica.393
  • 26. PRODUCTS Survey, diary, scrapbook, photograph, cartoon, learning center, illustration, construction, sculpture 26 Cognitive Domain: APPLY I can use it
  • 27. 27  MODEL QUESTIONS • Predict what would happen if… Choose the best statements that apply… • Judge the effects… • What would result… • Tell what would happen… • Tell how, when, where, why Tell how much change there would be… • Identify the results of…  INSTRUCTIONAL STRATEGIES • Modeling • Cognitive apprenticeships “Mindful” practice – NOT just a “routine” practice • Part and whole sequencing • Authentic situations “Coached” practice Case studies Simulations Algorithms Cognitive Domain: APPLY I can use it https://www.facebook.com/ja.maica.393
  • 28. Cognitive Domain: ANALYZE 28  APPROPRIATE VERBS • Analyze, categorize, classify, compare, differentiate, question, distinguish, identify, • Infer, point out, select, subdivide, survey, contrast, categorize, debate, examine, deduce I can be logical https://www.facebook.com/ja.maica.393
  • 29. PRODUCTS Graph, survey, family tree, timeline, questionnaire, commercial, diagram, chart, report, fact file 29 Cognitive Domain: ANALYZE I can be logical https://www.facebook.com/ja.maica.393
  • 30. 30  MODEL QUESTIONS • What is the function of . . .? What's fact? Opinion? What assumptions. . .? • What statement is relevant? What motive is there? • Related to, extraneous to, not applicable. • What conclusions? • What does the author believe? What does the author assume? • Make a distinction.  INSTRUCTIONAL STRATEGIES • Models of thinking • Challenging assumptions • Retrospective analysis • Reflection through journaling Debates • Discussions and other collaborating learning activities Decision- making situations Cognitive Domain: ANALYZE I can be logical https://www.facebook.com/ja.maica.393
  • 31. Cognitive Domain: EVALUATE 31 APPROPRIATE VERBS • Appraise, judge, criticize, defend, estimate, compare, measure, verify, justify, select, decide, choose, recommend, assess, critique, revise, validate, standardize, argue, rate, measure I can judge https://www.facebook.com/ja.maica.393
  • 32. PRODUCTS Self evaluation, survey, editorial, experiment, panel evaluation, recommendation, conclusion, court trial, essay, letter 32 Cognitive Domain: EVALUATE I can judge https://www.facebook.com/ja.maica.393
  • 33. 33 MODEL QUESTIONS • What fallacies, consistencies, inconsistencies appear? • Which is more important, moral, better, logical, valid, appropriate? • Find the errors. INSTRUCTIONAL STRATEGIES • Challenging assumptions • Journaling • Debates • Discussions and other collaborating learning activities Decision-making situations Cognitive Domain: EVALUATE I can judge https://www.facebook.com/ja.maica.393
  • 34. Cognitive Domain: CREATE 34 APPROPRIATE VERBS • Choose, combine, compose, construct, create, design, manage, develop, do, improve, formulate, hypothesize, invent, make up, originate, organize, plan, imagine, produce, role play, tell I can plan https://www.facebook.com/ja.maica.393
  • 35. PRODUCTS Story, poem, play, radio show, puppet show, news article, invention, dance, mural, comic strip, recipe, pantomime, travelogue 35 Cognitive Domain: CREATE I can plan https://www.facebook.com/ja.maica.393
  • 36. 36 MODEL QUESTIONS • How would you test…? • Propose an alternative. • Solve the following. • How else would you...? • State a rule.  INSTRUCTIONAL STRATEGIES • Modeling • Challenging assumptions Reflection through journaling Debates • Discussions and other • collaborating learning activities • Design • Decision-making situations Cognitive Domain: CREATE I can plan https://www.facebook.com/ja.maica.393
  • 37. 37
  • 38. 38 HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER- ORDER QUESTIONS? 1. Avoid literal-level questions in favor of those requiring higher-order thinking. 2. Use questions requiring higher-order thinking. 3. Classify questions according to the kinds of thinking required for students to respond. – Use Bloom’s Taxonomy of Thinking – Teachers should make sure their questions can be classified as APPLICATION, ANALYSIS, SYNTHESIS and/or EVALUATION. https://www.facebook.com/ja.maica.393
  • 39. HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER- ORDER QUESTIONS? 39 4. Use verbs associated with higher-order thinking tasks. - verbs representing cognitive tasks in Bloom’s Taxonomy 5. Consider the learning products associated with higher-order thinking tasks. - Task Oriented Question Construction Wheel https://www.facebook.com/ja.maica.393
  • 40. EFFECTIVE QUESTIONING TECHNIQUES 1. Pose the question first before asking a student to respond. 2. Allow plenty of “think time” by waiting at least 7-10 seconds before expecting the student to respond. 3. Make sure you give all students the opportunity to respond rather than relying on volunteers. 4. Hold students accountable by expecting, requiring, and facilitating their participation and contributions. 5. Establish a safe atmosphere for risk taking by guiding students. 40 https://www.facebook.com/ja.maica.393